The Accountability System is made up of five main components
Accountability Summary
Results Report
School Counselor Performance Standards
Counselor Accountability
Program Audit
Accountability Summary
Assessment and accountability are an extremely important necessity when running an effective school counseling program. In order to be held accountaible, Blue Rock collects data and then analyzes the data and interprets the needs of the students. The three main types of data that we collect are process data, perception data, and results data. The data we collect we enter in an excel spreadsheet and then create charts according to the data that we are working with. Pie graphs and charts are two of the main graphs that are used in our school district.
Other types of data collected and used to support interventions:
- Attendance
- Graduation and Retention Rate
- New Students From OtherSchool District
- Students Who Enter College
- Students Who Enter Trade School
- Students Who Enter the Armed Forces
- Standardized Test Scores
- Students Enrolled in Higher Level Courses such as AP and Honors Results Report
Results reports are an integral part of any comprehensive school counseling program. They contain all of the data that is collected from lesson plans and content units to determine how effective it was and where improvements could be made to make the program even more meaningful and valuable to students. The following is a sample results report based on lessons that can be found in the Guidance Curriculum Action Plan in the Management System portion of this counseling program.
School Counselor Performance Standards
The following is a list of school counselor performance standards as dictated by the American School Counselor Association. These can help the school counselor with their own personal and professional development and should be evaluated on an annual basis by a counseling director, principal, or other administrator to ensure consistent growth and development of all school counselors. (ASCA, 2005)
The following is a list of all things that the professional school counselor should do in their work:
Plans, organizes, and delivers the school counseling program.
Implements the school guidance curriculum through the use of effective instructional skills and careful planning of structured group sessions for all students.
Implements the individual planning component by guiding individuals and groups of students and their parents or guardians through the development of educational and career plans.
Provides responsive services though the effective use of individual and small-group counseling, consultation, and referral skills
Provides system support through effective school counseling program management and support for other educational programs
Discusses the counseling department management system and the program actions plans with the school administrator
Is responsible for establishing and convening an advisory council for the school counseling program
Collects and analyzes data to guide program direction and emphasis
Monitors the students on a regular basis as they progress in school
Uses time and calendars to implement an efficient program
Develops a results evaluation for the program
Conducts a yearly program audit
Is a student advocate, leader, collaborator, and a systems change agent
Counselor Accountability The counselors at Blue Rock are held accountable in several ways. The data that is collected and presented to the administration at the end of the year serves to support the need for counselors. The counselors are also responsible for charting how their time is spent which is also given to the administration. The administration reviews this data and notes whether or not their needs to be altercations for the upcoming year. Last, the administration fills out a 3 page appraisal form that sums up the performance of each counselor in the school district. The forms are kept on file for the duration of the counselors stay. The form that is used is taken from the ASCA site. Below is a link to the site:
Program Audit
Program audits serve as directional documents to help counselors and stakeholders see where the counseling program stands in relation to the ASCA National Model and can be used to determine the program's strengths, areas which need to be bolstered, and the short/long-term goals that should be established for continued improvement (ASCA, 2005). This information is shared with the program's advisory council to keep all necessary parties informed and up-to-date on the program's development. The following is the most recent program audit for Blue Rock Secondary School.
Accountability Summary
Assessment and accountability are an extremely important necessity when running an effective school counseling program. In order to be held accountaible, Blue Rock collects data and then analyzes the data and interprets the needs of the students. The three main types of data that we collect are process data, perception data, and results data. The data we collect we enter in an excel spreadsheet and then create charts according to the data that we are working with. Pie graphs and charts are two of the main graphs that are used in our school district.
Other types of data collected and used to support interventions:
- Attendance
- Graduation and Retention Rate
- New Students From OtherSchool District
- Students Who Enter College
- Students Who Enter Trade School
- Students Who Enter the Armed Forces
- Standardized Test Scores
- Students Enrolled in Higher Level Courses such as AP and Honors
Results Report
Results reports are an integral part of any comprehensive school counseling program. They contain all of the data that is collected from lesson plans and content units to determine how effective it was and where improvements could be made to make the program even more meaningful and valuable to students. The following is a sample results report based on lessons that can be found in the Guidance Curriculum Action Plan in the Management System portion of this counseling program.
School Counselor Performance Standards
The following is a list of school counselor performance standards as dictated by the American School Counselor Association. These can help the school counselor with their own personal and professional development and should be evaluated on an annual basis by a counseling director, principal, or other administrator to ensure consistent growth and development of all school counselors. (ASCA, 2005)
The following is a list of all things that the professional school counselor should do in their work:
Counselor Accountability
The counselors at Blue Rock are held accountable in several ways. The data that is collected and presented to the administration at the end of the year serves to support the need for counselors. The counselors are also responsible for charting how their time is spent which is also given to the administration. The administration reviews this data and notes whether or not their needs to be altercations for the upcoming year. Last, the administration fills out a 3 page appraisal form that sums up the performance of each counselor in the school district. The forms are kept on file for the duration of the counselors stay. The form that is used is taken from the ASCA site. Below is a link to the site:
Program Audit
Program audits serve as directional documents to help counselors and stakeholders see where the counseling program stands in relation to the ASCA National Model and can be used to determine the program's strengths, areas which need to be bolstered, and the short/long-term goals that should be established for continued improvement (ASCA, 2005). This information is shared with the program's advisory council to keep all necessary parties informed and up-to-date on the program's development. The following is the most recent program audit for Blue Rock Secondary School.